Franklin specifically seeks tutors and teachers who have experience working with children, teens, and young adults with autism. These teachers and tutors are equipped with a range of strategies that take into account the unique social, emotional, and learning characteristics of individuals with autism.
Some of these strategies include:
- Providing a calm environment
- Keeping demands well within the capacity of the student
- Anticipating when the student might be triggered or overwhelmed and adjusting accordingly
- Helping students understand language that may be abstract or vague
- Creating learning opportunities that leverage the student’s interests and passions
- Providing a high level of proactive executive functioning support
- Promoting self-advocacy skills
DR. BARRY PRIZANT'S
The SCERTS model was developed by Dr. Barry Prizant and his colleagues at Brown University to provide comprehensive support for students with autism. The SCERTS model is a research-based approach that encourages well-rounded social, emotional, and cognitive development.
The SCERTS acronym refers to three central objectives:
SC: Social Communication
- Building the capacity for meaningful communication through speaking, listening, reading facial expressions, and understanding gestures
- Enhancing the ability to communicate spontaneously, share emotions, and develop relationships
ER: Emotional Regulation
- Developing the capacity to cope with everyday stress and anxiety
- Modifying the environment to reduce emotional triggers and promote learning
TS: Transactional Support
- Collaborative approach among partners to meet student needs in all major areas
- Ensuring emotional, educational, and therapeutic support from family and professionals
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